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Twentieth-century Canada fostered a range of great minds, but the country's diversity and wide range of academic fields have led to their ideas being portrayed as the work of isolated thinkers. Canadian Idealism and the Philosophy of Freedom contests this assumption by linking the works of C.B. Macpherson, George Grant, and Charles Taylor to demonstrate the presence of a Canadian intellectual tradition.
An intriguing work that considers the shared tradition of Canadian political philosophy.
Janet Ajzenstat is one of Canada's most respected thinkers on the moral and philosophical foundations of responsible government and Confederation. Discovering Confederation is a study of political science over the last forty years through the intellectual lens of her career. Ajzenstat details her academic journey, from her early years as a hopeful, radical activist in the 1960s, through her graduate studies at McMaster University and the University of Toronto, her commitment to the importance of primary source documents, and to her decades-long teaching career. Learning from prominent political thinker Allan Bloom and philosopher and political commentator George Grant, Ajzenstat began to form her own opinions about parliamentary democracy and constitutional debate. She presents her discovery of the argument for parliamentary democracy, explaining how and why parliamentary democracy is sufficient security for individual rights. Though sometimes referred to as a conservative, Ajzenstat shows that her work is a defence of the political constitution, which ensures unconstrained and continuing deliberation amongst parties, interests, and philosophies of all political stripes. A candid and engaging showcase of a great mind at work, Discovering Confederation is a revealing account of Canada's political history and recent academic life.
This book examines key twentieth-century philosophers, theologians, and social scientists who began their careers with commitments to the political left only later to reappraise or reject them. Their reevaluation of their own previous positions reveals not only the change in their own thought but also the societal changes in the culture, economics, and politics to which they were reacting. By exploring the evolution of the political thought of these philosophers, this book draws connections among these thinkers and schools and discovers the general trajectory of twentieth-century political thinking in the West.
Central to the thought of C.B. Macpherson (1911-1987) are his critique of the culture of ‘possessive individualism’ and his defence of liberal-democratic socialism. Resurgence of interest in his works is in reaction to the rise of neoliberalism and efforts to find an alternative to societies dominated by capitalist markets. Macpherson’s theories are explained and applied to 21st century challenges.
C.B. Macpherson occupies an ambiguous place in contemporary political thought. Though his work is well known, it remains on the margins of current democratic theory. That marginalization, Phillip Hansen argues, comes from our failure to appreciate the underlying philosophical dimension of Macpherson’s work. Identifying and exploring Macpherson’s systematic critique of the liberal claim that the individual is the “proprietor of his own person or capacities, owing nothing to society for them,” Reconsidering C.B. Macpherson highlights his affinities to Herbert Marcuse, Max Horkheimer, and the Frankfurt School. This stimulating reappraisal illustrates the importance of Macpherson’s classic books, including The Political Theory of Possessive Individualism and Democratic Theory, and demonstrates how much his work has to offer to the future of political and social thought.
W. J. Mander examines the nature of idealist ethics: the form and content of ethical belief most typically adopted by philosophical idealists. He identifies a tradition of idealist ethics, before going on to argue that such an approach offers an attractive way of looking at moral questions and has much to contribute to contemporary discussion.
George H. Locke, chief librarian of the Toronto Public Library between 1908 and 1937, was Canada’s foremost library administrator in the first part of the twentieth century. During this period, free public libraries and librarianship in Ontario expanded rapidly due to the philanthropy of Andrew Carnegie, improvements in library education, and the influence of American library services. Locke was closely associated with all these trends; however, his outlook was primarily guided by his Methodist upbringing, the Anglo-Canadian academic tradition of British Idealism, and his association with John Dewey’s contribution to American progressive education. These religious and intellectual strands encouraged personal action to improve social conditions. As director of Toronto’s libraries, he brought his ambitious ideas to bear in many ways: the building of neighbourhood branches, library service for children, formal education for librarians, suitable reading for immigrants and young adults, and the idea of the public library as a municipal partner in the self-education of adult Canadians. By 1930, Toronto’s public library system was recognized as one of the best in North America and George Locke’s reputation as a visionary leader had vaulted him to the Presidency of the American Library Association. Although he had created a large organization that might have succumbed to bureaucratic practices and formalized centralization, Locke resisted this development. He remained faithful to his moral, intellectual, and humanistic values acquired during his early schooling and university career. For Locke, libraries and librarians were less about organization and formal duties. Both needed to be faithful to the main principle of serving the public interest by delivering knowledge and by guiding individual self-development through experiential learning and transcendent ideals.
This book corrects an imbalance in Canadian political literature through offering a conservative account of Canadian political thought. Across 15 chronologically organized chapters, and with a mixture of established and rising scholars, the book offers an investigation of the defining features and characteristics of Canadian conservative political thought, asking what have Canadian conservative political thinkers and practitioners learned from other traditions and, in turn, what have they contributed to our understanding of conservative political thought today? Rather than its culmination, Canadian Conservative Political Thought will be the beginning of conservative political thought’s recovery and will spark debates and future research. The book will be a great resource for courses on Canadian politics, history, political philosophy and conservatism, Canadian Studies, and political theory.
In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally. This book is published in English - Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque. Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses portant sur la politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles. En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants. Ce livre est publié en anglais.